A decade of collaboration, innovation, and lifelong learning excellenceUNESCO Global Network of Learning Cities
292 cities, one goal: Making lifelong learning a reality for all!
More than half of humanity now live in urban areas
Urban areas are currently home to 55% of the world’s population. This figure is projected to increase to 68% by 2050.
Cities therefore play a key role in providing lifelong learning opportunities and have tremendous potential to contribute to Sustainable Development Goal 4. They are well-placed to address many of today’s challenges, including climate change, discrimination and social instability, and to advance health literacy, gender equality and decent work, among others.
Yet, many cities still struggle to provide learning opportunities to all of their citizens.
Cities therefore play a key role in providing lifelong learning opportunities and have tremendous potential to contribute to Sustainable Development Goal 4. They are well-placed to address many of today’s challenges, including climate change, discrimination and social instability, and to advance health literacy, gender equality and decent work, among others.
Yet, many cities still struggle to provide learning opportunities to all of their citizens.
Launching the UNESCO Global Network of Learning Cities
In response to the need to strengthen lifelong learning at the local level, the UNESCO Institute for Lifelong Learning (UIL) launched the UNESCO Global Network of Learning Cities (GNLC) during the first International Conference of Learning Cities, which took place in Beijing, People’s Republic of China, in 2013.
The network has since become a driving force for the promotion of sustainable development through lifelong learning at the local level.
The network has since become a driving force for the promotion of sustainable development through lifelong learning at the local level.
Today ...
292 UNESCO Learning Cities
power lifelong learning for their citizens.
76 countries
host UNESCO learning cities
which boost international collaboration.
> 310 million inhabitants
of UNESCO learning cities benefit from learning opportunities across the lifespan.
power lifelong learning for their citizens.
76 countries
host UNESCO learning cities
which boost international collaboration.
> 310 million inhabitants
of UNESCO learning cities benefit from learning opportunities across the lifespan.
The 292 UNESCO Learning Cities
- effectively mobilize resources in every sector to promote inclusive learning from basic to higher education;
- revitalize learning in families and communities;
- facilitate learning for and in the workplace;
- extend the use of modern learning technologies;
- enhance quality and excellence in learning; and
- foster a culture of learning throughout life.
Thriving through partnerships
Collaborating with UNESCO Learning Cities from around the world, and drawing upon the expertise within this global network while inspiring various programmes, has been at the core of the network's mission.
Over the past decade, cities have worked in close collaboration to enhance lifelong learning policies and programs within their respective urban areas.
As of now, 80 percent of UNESCO Learning Cities have effectively established international partnerships and engaged in global cooperation to promote learning opportunities for citizens of all ages.
Over the past decade, cities have worked in close collaboration to enhance lifelong learning policies and programs within their respective urban areas.
As of now, 80 percent of UNESCO Learning Cities have effectively established international partnerships and engaged in global cooperation to promote learning opportunities for citizens of all ages.
International Conferences on Learning Cities
The International Conference on Learning Cities, held every two to three years, has been a pivotal platform for fostering intensive collaboration among cities worldwide.
2013: First International Conference on Learning Cities in Beijing, Republic of China
At the first International Conference on Learning Cities, the Beijing Declaration on Building Learning Cities and the Key Features of Learning Cities were adopted.
2015: Second International Conference on Learning Cities in Mexico City, Mexico
The second International Conference on Learning Cities defined the role of learning cities in achieving sustainability and welcomed first members of the UNESCO Global Network of Learning Cities.
2017: Third International Conference on Learning Cities in Cork, Ireland
The third International Conference on Learning Cities gave further impetus to the cause of inclusion and layed the foundation for the publication Learning Cities and the SDGs: A Guide to Action.
2019: Fourth International Conference on Learning Cities in Medellín, Colombia
With the adoption of the Medellín Manifesto at the conference, members of the Global Network of Learning Cities pledged to boost inclusion in their communities in the coming years.
2021: Fifth International Conference on Learning Cities in Yeonsu, Republic of Korea
The conference participants adopted the Yeonsu Declaration on lifelong learning for health and well-being and agreed on the 2021-2023 strategy for the network.
Strengthening collaboration at the regional and national level
Over the past decade, regional UNESCO Learning Cities networks have been established in Latin America and the Arab region, while national networks in France,
Ireland, Mexico,
the Kingdom of Morocco, and the Republic of Korea have equally served as instrumental platforms for enhancing coordination and collaboration.
Collaboratively building the cornerstones of a flourishing learning city
Over the past decade, nearly 90 percent of UNESCO Learning Cities have successfully formulated a learning city strategy and assembled a dedicated team to champion the learning city concept within their respective urban areas.
Moreover, around 80% network members have monitoring and evaluation systems in place to create accountability and strengthen the linkages between interventions and their results.
Moreover, around 80% network members have monitoring and evaluation systems in place to create accountability and strengthen the linkages between interventions and their results.
Advancing priority themes
While the initial phase of the network witnessed the development of basic collaboration structures and guiding instruments for the promotion of lifelong learning, members of the UNESCO Global Network of Learning Cities decided in 2019 to prioritize specific themes in their joint work, including Education for Sustainable Development, inclusion, entrepreneurship education, inclusion, citizenship education and lifelong learning for health and well-being.
Based on structured collaboration in thematic clusters led by individual members, cities within the network have demonstrated significant progress in advancing these critical areas, some of which we are proud to present below.
Based on structured collaboration in thematic clusters led by individual members, cities within the network have demonstrated significant progress in advancing these critical areas, some of which we are proud to present below.
Education for Sustainable DevelopmentGlobal challenges, local actions
Climate change, biodiversity loss, unsustainable resource utilization, and inequality are pressing global issues demanding local action. Education for sustainable development (ESD) is an actionable response to these challenges.
Over half of UNESCO learning cities have developed initiatives to equip learners with the knowledge to make informed choices and engage in both individual and collective efforts to foster sustainable societies and protect our planet.
The wealth of good practices within the network are presented in the publication ESD implementation in learning cities.
Hamburg (Germany) and Shanghai (People's Republic of China) are two of the cities providing exemplary cases. Learn more about them by continue scrolling.
Over half of UNESCO learning cities have developed initiatives to equip learners with the knowledge to make informed choices and engage in both individual and collective efforts to foster sustainable societies and protect our planet.
The wealth of good practices within the network are presented in the publication ESD implementation in learning cities.
Hamburg (Germany) and Shanghai (People's Republic of China) are two of the cities providing exemplary cases. Learn more about them by continue scrolling.
The UNESCO Learning City of Hamburg, Germany
The UNESCO learning city of Hamburg implements Education for Sustainable Development through hundreds of initiatives, cultivating partnerships with numerous associations and institutions, and with Hamburg’s authorities.
Hamburg’s large-scale initiative, ‘Hamburg is learning sustainably’ comprises more than 200 diverse projects, initiatives and green events, tackling climate change through ESD.
Hamburg’s large-scale initiative, ‘Hamburg is learning sustainably’ comprises more than 200 diverse projects, initiatives and green events, tackling climate change through ESD.
Hamburg's 2030 Master Plan
In June 2021, its Senate approved the ‘Hamburg Master Plan: Education for Sustainable Development 2030’ – a milestone demonstrating the renewed commitment of the UNESCO Learning City to the Sustainable Development Goals.
The Master Plan was developed through a participatory process with all relevant stakeholders in the city – various ministries, educators, learners, civil society organizations, and many more.
Approximately 100 activities are included in the Master Plan for the time period from 2021 until 2030. A steering board will be responsible for the realization of activities and communications throughout the city. A dedicated budget, provided by the city administration, will enable implementation.
The Master Plan was developed through a participatory process with all relevant stakeholders in the city – various ministries, educators, learners, civil society organizations, and many more.
Approximately 100 activities are included in the Master Plan for the time period from 2021 until 2030. A steering board will be responsible for the realization of activities and communications throughout the city. A dedicated budget, provided by the city administration, will enable implementation.
Jens KerstanMinister of Environment, Hamburg
The UNESCO Learning City of Shanghai, People's Republic of China
Education for Sustainable Development is also a priority for the UNESCO learning city of Shanghai in the People’s Republic of China.
With its Community Action Plan on Education for Sustainable Development the city covers health education, harmonious development, environmental education and vocational skills. A wide variety of stakeholders and special fiscal arrangements as well as capacity development for key stakeholders enable its implementation.
With its Community Action Plan on Education for Sustainable Development the city covers health education, harmonious development, environmental education and vocational skills. A wide variety of stakeholders and special fiscal arrangements as well as capacity development for key stakeholders enable its implementation.
With an average life expectancy of 83.64 years and a population over one fifth of which is over 60 years of age, the UNESCO learning city of Shanghai places a particular focus on older learners.
It boasts four municipal universities for the third age (U3A) and 44 affiliated schools, 18 district U3A universities, around 200 sub-district and town-level senior schools, and more than 5,000 neighbourhood and village learning stations for older people.
In order to harmonize neighbourhood development across both urban and rural areas, the city also established ‘learning villages’ in nine suburbs, focusing on helping farmers and industries, and promoting rural governance and customs.
It boasts four municipal universities for the third age (U3A) and 44 affiliated schools, 18 district U3A universities, around 200 sub-district and town-level senior schools, and more than 5,000 neighbourhood and village learning stations for older people.
In order to harmonize neighbourhood development across both urban and rural areas, the city also established ‘learning villages’ in nine suburbs, focusing on helping farmers and industries, and promoting rural governance and customs.
Chen QuDeputy Mayor of Shanghai. People’s Republic of China
Making equity and inclusion a priority
Every learner matters. Yet millions of people worldwide are excluded from education for various reasons, including because of their gender, age, ethnicity, social background, religion, nationality, economic status, ability or the language they speak.
UNESCO learning cities worldwide have made it a priority to identify and eliminate barriers to lifelong learning. Promoting formal, non-formal and informal lifelong learning, offering multiple and flexible learning pathways, and creating accessible entry and re-entry points to learning have been central to their efforts over the past decade.
Inclusive learning strategies and guidance have been published as a result of the fourth International Conference on Learning Cities. Examples of how inclusion can be promoted are presented below through the cases of the UNESCO Learning Cities of Dublin (Ireland) and Damietta (Egypt).
UNESCO learning cities worldwide have made it a priority to identify and eliminate barriers to lifelong learning. Promoting formal, non-formal and informal lifelong learning, offering multiple and flexible learning pathways, and creating accessible entry and re-entry points to learning have been central to their efforts over the past decade.
Inclusive learning strategies and guidance have been published as a result of the fourth International Conference on Learning Cities. Examples of how inclusion can be promoted are presented below through the cases of the UNESCO Learning Cities of Dublin (Ireland) and Damietta (Egypt).
The UNESCO Learning City ofDublin, Ireland
Dublin’s 'Your Place is Here' campaign is one of the many measures implemented by the city to ensure that everyone has a chance to learn.
It encourages enrolment in higher education regardless of educational background, age or individual circumstances. It highlights a range of support available to help potential students find their place in higher education.
It encourages enrolment in higher education regardless of educational background, age or individual circumstances. It highlights a range of support available to help potential students find their place in higher education.
Pat Fitzsimonsis one of the beneficiaries of the programme.
On his first day of school he was bullied. From that moment on, he did not like school. He struggled through it until he could finally leave at the age of 15, lacking even basic literacy skills.
He got by with different jobs but when Pat found he could no longer work in his latest construction job, he knew he had to take action. He slowly learned to read and turned to something he had always been good at: the arts. Nightly art classes were the re-entry point to his education journey. His teacher Karen quickly spotted his talent and encouraged Pat go to art college.
With support from his college teachers and a grant, Pat excelled in his college studies, a learning experience altogether different from that of his school years.
After four years of hard work, the day of graduation came, also thanks to a supportive environment provided by the UNESCO learning city of Dublin.
He got by with different jobs but when Pat found he could no longer work in his latest construction job, he knew he had to take action. He slowly learned to read and turned to something he had always been good at: the arts. Nightly art classes were the re-entry point to his education journey. His teacher Karen quickly spotted his talent and encouraged Pat go to art college.
With support from his college teachers and a grant, Pat excelled in his college studies, a learning experience altogether different from that of his school years.
After four years of hard work, the day of graduation came, also thanks to a supportive environment provided by the UNESCO learning city of Dublin.
Pat FitzsimonsA learning champion from the UNESCO learning city of Dublin
The UNESCO Learning City of Damietta, Egypt
Another UNESCO Learning City spearheading inclusion is Damietta in Egypt. With a focus on gender equality it has made great strides in opening up possibilities for everyone.
Within the framework of its ‘Safe Cities’ project, Damietta has created women-only spaces where their children can play while they acquire the skills they need to develop their own projects.
Through this project, Damietta promotes female empowerment, facilitates women’s economic independence and helps to enhance their income.
Within the framework of its ‘Safe Cities’ project, Damietta has created women-only spaces where their children can play while they acquire the skills they need to develop their own projects.
Through this project, Damietta promotes female empowerment, facilitates women’s economic independence and helps to enhance their income.
Abeer Abdo
'I participated in the Safe City project and its activities. I have learned how to sew and crochet. I have started to produce some goods, and have acquired skills in marketing. The Safe City project has helped me to achieve a dream that I have always been looking for: to develop a project that will increase my income.'
Skills development and entrepreneurship
Providing citizens with the necessary skills to thrive and succeed as entrepreneurs is another priority of the UNESCO Global Network of Learning Cities.
Accordingly, members of the network have endeavoured to create social spaces to promote sustainability-driven business projects, innovation and entrepreneurship by dedicating resources to building the relevant infrastructure and financial incentives to establishing inspiring learning environments.
These projects support education, training and the development of job skills in formal, non-formal and workplace settings, thereby contributing to poverty reduction, bolstering the local economy and generating valuable employment opportunities at the local level.
Many noteworthy examples of UNESCO learning cities that have achieved remarkable progress in this direction are presented in the publication Entrepreneurship education for learning cities. Two of them are Jubail (Saudi Arabia) and Huejotzingo (Mexico) which we are presenting below.
Accordingly, members of the network have endeavoured to create social spaces to promote sustainability-driven business projects, innovation and entrepreneurship by dedicating resources to building the relevant infrastructure and financial incentives to establishing inspiring learning environments.
These projects support education, training and the development of job skills in formal, non-formal and workplace settings, thereby contributing to poverty reduction, bolstering the local economy and generating valuable employment opportunities at the local level.
Many noteworthy examples of UNESCO learning cities that have achieved remarkable progress in this direction are presented in the publication Entrepreneurship education for learning cities. Two of them are Jubail (Saudi Arabia) and Huejotzingo (Mexico) which we are presenting below.
The UNESCO Learning City of Jubail Industrial City, Saudi Arabia
As the world’s largest petrochemical industrial city, Jubail Industrial City seeks to further promote sustainable industrial production by ensuring that its citizens are equipped with comprehensive knowledge and skills.
By focusing on entrepreneurship, sustainable development, and health and well-being, the city has succeeded in upskilling more than three quarters of its citizens through evening classes.
It has enhanced the literacy skills of over 5,000 beneficiaries, and helped its citizens – and women in particular – to found small and medium-sized businesses.
By focusing on entrepreneurship, sustainable development, and health and well-being, the city has succeeded in upskilling more than three quarters of its citizens through evening classes.
It has enhanced the literacy skills of over 5,000 beneficiaries, and helped its citizens – and women in particular – to found small and medium-sized businesses.
Ahmed Zaid Al HusseinMayor of Jubail Industrial City, Saudi Arabia
The UNESCO Learning City of Huejotzingo, Mexico
By placing lifelong learning at the centre of development, Huejotzingo has transformed itself from an agricultural community to the industrial heart of the Mexican state of Puebla.
Through a comprehensive learning strategy that prioritizes equity and inclusion, sustainable development and entrepreneurship, and the implementation of 140 learning projects over the past 10 years, the city has made major steps forward:
Through a comprehensive learning strategy that prioritizes equity and inclusion, sustainable development and entrepreneurship, and the implementation of 140 learning projects over the past 10 years, the city has made major steps forward:
- decreasing illiteracy by 50 per cent;
- expanding access to the internet and new technologies;
- supporting 1,000 female entrepreneurs in setting up projects and;
- organizing Huejotzingo’s first ever Festival of Learning with the participation of more than 25 per cent of the city’s more than 90,000 inhabitants.
Angelica Alvarado
I am Angelica Alvarado, mayor of the Huejotzingo in Mexico. Lifelong learning has been a fundamental factor in our city’s transformation. Today, citizens have turned into change agents through the sharing of their knowledge, but most of all we’ve stepped forward in education by making learning an important part of our public policy in the city.
Global citizenship education
Global citizenship education provides individuals with the knowledge, skills and values needed to become active and responsible global citizens.
It recognizes that sustainable development requires diverse approaches that are tailored to local contexts. Global citizenship education is key to the protection of human rights, intercultural understanding, social justice, gender equality, environmental protection and technological changes.
UNESCO learning cities have closely collaborated on advancing citizenship education through various events and consultations, resulting in the publication Citizenship education for democratic and sustainable communities.
Two of the many examples of UNESCO learning cities with a strong dedication to citizenship education are Larissa in Greece and Yeonsu-gu in the Republic of Korea
It recognizes that sustainable development requires diverse approaches that are tailored to local contexts. Global citizenship education is key to the protection of human rights, intercultural understanding, social justice, gender equality, environmental protection and technological changes.
UNESCO learning cities have closely collaborated on advancing citizenship education through various events and consultations, resulting in the publication Citizenship education for democratic and sustainable communities.
Two of the many examples of UNESCO learning cities with a strong dedication to citizenship education are Larissa in Greece and Yeonsu-gu in the Republic of Korea
The UNESCO Learning City of Larissa, Greece
With a citizens’ university, a citizen portal for volunteering and a youth council Larissa is strengthening citizenship education across all ages.
Larissa’s Citizens’ University
Larissa’s Citizens’ University is dedicated to fostering a culture of learning for every individual. Its mission is to encourage transformative thinking and inspire proactive actions.
Partnering with local stakeholders, the university offers diverse courses such as ‘Education through Arts’, ‘Parents’ School’, ‘Digital Learning for Older People’, and lectures spanning a broad spectrum of topics related to citizenship education, including the vital theme of training educators. The institution of these programs has been meticulously designed, rooted in a systematic needs assessment.
Larissa’s Citizens’ University
Larissa’s Citizens’ University is dedicated to fostering a culture of learning for every individual. Its mission is to encourage transformative thinking and inspire proactive actions.
Partnering with local stakeholders, the university offers diverse courses such as ‘Education through Arts’, ‘Parents’ School’, ‘Digital Learning for Older People’, and lectures spanning a broad spectrum of topics related to citizenship education, including the vital theme of training educators. The institution of these programs has been meticulously designed, rooted in a systematic needs assessment.
Citizen Portal for Volunteering
Larissa introduced a platform for its citizens - a portal dedicated to volunteering. Residents can sign up to volunteer, engage in critical online discussions concerning the pandemic, and enjoy activities like online readings of children's books by their authors.
Larissa’s Youth Council
A testament to Larissa’s commitment to youth engagement is its Youth Council. Tailored for young individuals between 18-30 years, it offers them a platform to immerse themselves in socio-political affairs. The Council fosters open dialogues between the youth and local administrative bodies.
In its inaugural year, the council saw an enrolment of 250 youngsters, and orchestrated over ten events aimed at awareness and training.
Complementing this, Larissa also facilitates Municipal Council simulations for the young Roma community and students aged 6 to 17.
In its inaugural year, the council saw an enrolment of 250 youngsters, and orchestrated over ten events aimed at awareness and training.
Complementing this, Larissa also facilitates Municipal Council simulations for the young Roma community and students aged 6 to 17.
The UNESCO Learning City of Yeonsu-gu, Republic of Korea
The city of Yeonsu-gu has made citizenship education a priority, with initiatives such as the warm and happy village project and the residents’ self-governing council and school.
The Warm and Happy Village Project
Yeonsu-gu has introduced the Warm and Happy Village Project, an initiative aimed at fostering community ties through the establishment of public spaces. This project envisions every village as a beacon of warmth and joy.
It has pioneered a public database which serves as a hub for sharing best practices, honing activist skills, and planning events. Notable activities propelled by this initiative include setting up disaster prevention camps and the launch of village newspapers.
The Warm and Happy Village Project
Yeonsu-gu has introduced the Warm and Happy Village Project, an initiative aimed at fostering community ties through the establishment of public spaces. This project envisions every village as a beacon of warmth and joy.
It has pioneered a public database which serves as a hub for sharing best practices, honing activist skills, and planning events. Notable activities propelled by this initiative include setting up disaster prevention camps and the launch of village newspapers.
Residents’ Self-Governing Council and School
Championing the ethos of direct democracy, Yeonsu-gu has established the Residents’ Self-Governing Council and School. This institution emboldens residents by granting them a greater role in the city's policymaking processes.
Aspiring council participants are offered a curriculum ranging from foundational to advanced courses. These encompass themes such as self-governance policies, effective community engagement techniques, and global citizenship education practices.
The Council serves as a conduit for collecting citizen feedback. A democratic approach is employed, wherein proposed projects are each subjected to a referendum. Citizens can voice their opinions through electronic and on-site voting mechanisms. Apart from being a portal for e-voting, the platform is also equipped with digital broadcasting features and provides an e-lounge for the community, bridging the gap between the city's administration and its people.
Aspiring council participants are offered a curriculum ranging from foundational to advanced courses. These encompass themes such as self-governance policies, effective community engagement techniques, and global citizenship education practices.
The Council serves as a conduit for collecting citizen feedback. A democratic approach is employed, wherein proposed projects are each subjected to a referendum. Citizens can voice their opinions through electronic and on-site voting mechanisms. Apart from being a portal for e-voting, the platform is also equipped with digital broadcasting features and provides an e-lounge for the community, bridging the gap between the city's administration and its people.
Lifelong learning for health and well-being
Fueled by the COVID-19 pandemic, learning for health and well-being has been spearheaded by UNESCO learning cities across the globe over the past years.
When in 2020 the pandemic disrupted learning for millions across the globe, UNESCO learning cities virtually came together every week to discuss how to ensure learning continuity but equally how to promote learning for health and well-being during this emergency situation.
Supported by the International Conference on Learning Cities 2021, the network produced a comprehensive guide which is now starting to shape learning for health and well-being in urban areas. Learn more (link to come on 26 October)
Two of the many examples of a UNESCO learning city with a strong dedication to lifelong learning for health and well-being are Bogota (Colombia) and Nairobi (Kenya).
When in 2020 the pandemic disrupted learning for millions across the globe, UNESCO learning cities virtually came together every week to discuss how to ensure learning continuity but equally how to promote learning for health and well-being during this emergency situation.
Supported by the International Conference on Learning Cities 2021, the network produced a comprehensive guide which is now starting to shape learning for health and well-being in urban areas. Learn more (link to come on 26 October)
Two of the many examples of a UNESCO learning city with a strong dedication to lifelong learning for health and well-being are Bogota (Colombia) and Nairobi (Kenya).
The UNESCO Learning City of Bogotá, Colombia
The city of Bogotá, Colombia, has been making substantial efforts to promote health and well-being through lifelong learning.
The Bogotá Health Observatory (SaluData) serves as the digital platform of the District Health Secretariat (SDS) and provides citizens with comprehensive health information spanning the past decade. It allows for the consultation, downloading and sharing of data, all accessible via email and social networks. Equally, it provides access to over 500 publications featuring news, infographics, videos, and galleries. As an open web space, the platform facilitates understanding around Bogotá's health situation, offering resources and services for health promotion and disease prevention.
Moreover, the Health Observatory plays a crucial role in educating citizens about the city’s health situation and its determinants, thereby contributing to the enhancement of individual and community health. As part of the city's health literacy efforts, the observatory employs technology to empower citizens with essential health-related knowledge and information.
The UNESCO Learning City of Nairobi, Kenya
In Nairobi, Kenya, a comprehensive and multi-sectoral lifelong learning for health and well-being approach is in place.
The city's initiatives count on the involvement of the Health Sector to provide growth monitoring and promotion services in Early Childhood Development Centres (ECDs). These programs encompass diverse aspects, from micronutrient supplementation and nutrition education to addressing malnutrition and dental care. They also promote school health policies, offer teacher training, and raise awareness about disease prevention, in relation to COVID-19 and HIV/AIDS.
These initiatives emphasize community involvement and resource provision for educational institutions, implementing quality assessments and maintaining close links between health facilities and schools to enhance community well-being.
The city's initiatives count on the involvement of the Health Sector to provide growth monitoring and promotion services in Early Childhood Development Centres (ECDs). These programs encompass diverse aspects, from micronutrient supplementation and nutrition education to addressing malnutrition and dental care. They also promote school health policies, offer teacher training, and raise awareness about disease prevention, in relation to COVID-19 and HIV/AIDS.
These initiatives emphasize community involvement and resource provision for educational institutions, implementing quality assessments and maintaining close links between health facilities and schools to enhance community well-being.
A decade of success providing the ground forFuture directions
Building upon a decade of dedicated efforts, the UNESCO Global Network of Learning Cities remains steadfast in its commitment to fortify lifelong learning within urban areas worldwide.
In celebration of the 10th anniversary of this network, the UNESCO Institute for Lifelong Learning is pleased to unveil a comprehensive capacity-building program, specially designed to empower UNESCO Learning Cities.
This initiative is poised to deliver enhanced, tailored assistance through the support by international experts at city level, thus propelling the growth and development of participating members.
With this initiative and the many existing ones, the UNESCO Global Network of Learning Cities will continue shaping the future of lifelong learning in cities around the world for the decades to come.
In celebration of the 10th anniversary of this network, the UNESCO Institute for Lifelong Learning is pleased to unveil a comprehensive capacity-building program, specially designed to empower UNESCO Learning Cities.
This initiative is poised to deliver enhanced, tailored assistance through the support by international experts at city level, thus propelling the growth and development of participating members.
With this initiative and the many existing ones, the UNESCO Global Network of Learning Cities will continue shaping the future of lifelong learning in cities around the world for the decades to come.
UNESCO Learning Cities are spearheading the campaign#ImALifelongLearner
To celebrate its tenth anniversary, UNESCO Learning Cities proudly join the #ImALifelongLearner campaign initiated by the UNESCO Institute for Lifelong Learning. This campaign showcases how learning can transform the lives of people across the globe.
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UNESCO Global Network of Learning Cities
More than half of humanity now live in urban areas
Launching the UNESCO Global Network of Learning Cities
Today ...
The 292 UNESCO Learning Cities
Thriving through partnerships
International Conferences on Learning Cities
Strengthening collaboration at the regional and national level
Collaboratively building the cornerstones of a flourishing learning city
Advancing priority themes
Education for Sustainable Development
Hamburg, Germany
Jens Kerstan
Shanghai, People's Republic of China
Chen Qu
Making equity and inclusion a priority
Dublin, Ireland
Pat Fitzsimons
Pat Fitzsimons
Damietta, Egypt
Abeer Abdo
Skills development and entrepreneurship
Jubail Industrial City, Saudi Arabia
Ahmed Zaid Al Hussein
Huejotzingo, Mexico
Angelica Alvarado
Global citizenship education
Larissa, Greece
Citizen Portal for Volunteering
Larissa’s Youth Council
Yeonsu-gu, Republic of Korea
Residents’ Self-Governing Council and School
Lifelong learning for health and well-being
Bogotá, Colombia
Nairobi, Kenya
Future directions
#ImALifelongLearner
